EDLD 5370 WEEK 5 Web Conference

On Saturday, I was not able to attend the conference, but I watched the recording afterward.I learned that the TK20 assignment was not uploaded, which was a relief to me because I had been looking for in in on the TK20 website earlier today. I also learned that we should have been putting our Web Conference reflections on our blog, but Dr. A said that we could post our blog address on our wiki and that would be fine. I am done with my paper and am looking forward to tying up these loose ends tomorrow.

EDLD 5370 Week 4 Web Conference

I was not able to attend the conferences this weekend, but I watched both of them at later times. I was surprised to her about the summary validation report, I had asked the same question last week in regards to using the newer form. I was told to that I needed to use the current form. I have updated my information and used the newer form. I wish I had had clearer information before spending several hours this week changing and adding to the new form.
We were told that we had until November 14th to catch up with any work that we may need extra time for. We are to post to TK20 and we also need to add our wiki link to TK20.

EDLD 5370 Week 3 Web Conference

I attended today's conference still feeling unsure of what I was expected to have in the area of the my internship documents. Because there have been different updates to the program, I was unaware of one piece that is in the latest internship handbook. I asked today during the conference if we needed include this piece in our e-portfolio. Although my question was answered, I still am confused as of what to turn in so that I get credit for all of my hours completed. I will try to attend the conference that is being held tomorrow, and hope that I can reword my question to get a clearer answer.

EDLD 5370 Internship Web Conference Week 2

I attended the web conference this past Tuesday night. After having some difficulty on my previous weeks assignment, I was curious to see what information was to be said at this meeting. I feel that I am a bit overwhelmed with everything at the moment, but as I listened and contributed to the conference, I realize that our class has great help from Dr. Abernathy and Ms. Kirkland. I was again reassured to keep going and if we have any questions we are encouraged to call or text our IA or Dr. A herself.
I have many questions still unanswered, but hopefully the next web conference will take care of that issue. I am glad to have frequent web conferences because of the amount of work we are required to do for this final course!

EDLD 5370 Internship Web Conference Week 1

The web conference was extremely informational, and because there were only around 20 of us in the conference, it was easier to follow along with the discussions on the chat board as well as the actual web conference. We learned that the reflections that we were doing are different than the ones we did for our courses, that we need to prove that we learned the standards. I was glad to know that the IA will correct our work after we turn it in, but it is up to us to correct it weekly. We were told that APA style will be enforced and that Dr. Abernathy had put some helpful tips on the discussion board earlier today. Dr. A also said that we need to be checking the discussion board every day-that the discussion board is our go-to place for any new information. Dr. A will be talking to the new director of TK20 and she will get back to us and let us know what we need to put into this portfolio. There will be two more web conferences this week that we are encouraged to attend.

EDLD 5397 Web Conference Reflection Week 5

By watching the recording of the web conference I was informed of how to go about creating a professional development plan. Because I am completing my masters with the principal as well as technology leadership, we had never had to create a professional development plan. I was glad to learn more about this plan from the conference.

EDLD 5397 Web Conference Reflection Week 4

I was able to watch the recording of the conference. We are wrapping things up in the Internship course and this weeks conferences was highly informative. Dr. Mason and Dr. Martin discussed TK20 and what documents needed to be uploaded by August 20th. We also learned that we can add material to our week 3 assignment and put it on Week 4, and to differentiate between the two weeks.

EDLD 5397 Web Conference Reflection Week 3

In the Web Conference, many things about the action research project were clarified. We were informed that there was not a need to have a lot of quantitative data, that if we had more qualitative data, then that would be okay. We also learned that it could be more like a narrative/descriptive paper and could have charts and graphs to accompany it. After watching the web conference I was prepared to create my first draft of my action research plan.

EDLD 5397 Web Conference Reflection Week 2

I watched the web conference the day after the meeting. Because there are different cohorts taking this class, many of the questions that were asked were not relevant to technology leadership students. Many people had questions regarding their binder for the principal’s program, which is not of any importance to me or my fellow classmates that are in the technology Leadership program. I have been apprehensive about our final course where we have to write our final paper, I was relieved to find out through this web conference that there will be a form given to us to help us with this endeavor!

EDLD 5397 Web Conference Reflection Week 1

I was not able to attend the web conference due to a meeting that I already had scheduled. I was however able to watch and listen to the recording after it was put on Epic. Before watching the recording, I had a few questions regarding the week 1 assignment, but after watching I realized that I needed to find and adjust 8 pieces of my internship plan. I was glad to get the information to go ahead and contact my mentor so that I would have time to arrange a meeting for her to review my internship plan. Although there was some good information in the web conference, it was a bit confusing because of all of the different stages all of us students are all in-many of the questions that people had were not of any importance to me, and as usual there were several questions regarding TK20. It was good to hear from Dr. Martin as he clarified that this course is more “about thinking than writing”. Because the assignment could potentially be several pages or one page, it was also reassuring to get clarification on how much detail to go into on our responses. Although there were times during the conference that people were asking questions that did not pertain to ET cohorts, overall as usual, it was nice to hear from our professors and beneficial to get information right from the source(s)!

EDLD 5366 Reflections

Being an elementary education major and teacher, I have had no background in digital graphics. I was unsure of what to expect as I entered the course. The first week’s introduction of CRAP was very informative. I did not know these design principles existed. The article regarding CRAP that I found the most helpful as I created my own pieces of work was the article by John Yearwood, which he simply states in regards to the “Sweet Home Alabama” poster that, “you can bet nothing on the poster is accidental”. I had never taken a step back and looked at ads in that way, but after reading the articles I have a greater appreciation for all graphic designs. Understanding the design principles will be beneficial when I am creating visual pieces whether it is a presentation for fellow teachers or a newsletter for students and parents.
Another piece that was new to me was the personal branding. I had never heard of this concept before this class. As of all of the projects in this course, I enjoyed creating the brand, through a program called Picnik, but found myself thinking and planning and brainstorming more than I ever thought possible. I was surprised to discover how long it took to create all of the assignments in this course. Each project in this course reinforced my desktop publishing skills in addition to thinking and creating on a higher level. In the article by Andrew Church, he states that animating and creating are under the umbrella of analyzing which is the highest level in Bloom’s Taxonomy. Creating animations, the logo, and the newsletter are all things that I could see my students enjoying doing in the classroom. It is engaging as well as using higher order thinking skills. Creating the animation was enjoyable, I used the program Stykz. I found it easier to use than Scratch. As far as using Stykz (animation) in the classroom, we are planning on having our technology club students create PSA’s and share with others in the school. My animation was in regards to recycling. I will use it as a sample as we teach our students about Stykz.
I created a newsletter for my classroom, something that I hope to incorporate in my classroom in the future. “Newspapers, newsletters, and other documents are just a few of the many tools that can make parents and other members of the community feel a part of the school” (Lamb, 2005). I agree with this quote, and enjoyed making the newsletter, although it was trying at times since we were not allowed to use a template. I had never experimented so much with Microsoft Word, and I found things and applied items to my newsletter that I did not know I could do with Word!

Lamb, A. (2005). Evaluating newsletters. Retrieved from http://eduscapes.com/sessions/publishing/evaluating.htm.

Dr. John Yearwood, P. A. (2009). Basic design principles and some observations on how we see. Lamar University, Beaumont.

Churches, A. (2007, April). Bloom’s digital taxonomy. Retrieved from http://www.techlearning.com/article/8760.

Logo for EDLD 5366

EDLD 5366 Animation Using Stykz

The Book of Kells

The Book of Kells is a beautiful book to look at, some say one of the most beautiful works in the world. The book was written by at least three different scribes sometime around 800 A.D.
My favorite miniature is the full page illustration of the Virgin Mary holding a young Jesus. In regards to alignment, the scribe placed Mary in the center of the page and chose to make her larger than the other characters on the page. The contrast of colors on this page make the objects easy to identify as they too are telling a story. The glory around Mary’s head is yellow, representing high regard.
In the pages that contain mainly text, the scribes again made it as visually pleasing as possible. The placement of only seventeen lines on a page, as well as space between each line makes it easy to read, not cramped and complicated. When a sentence ended, many times the scribe did not begin the next sentence-they instead drew a picture of an animal and began the next sentence on the next line. There are many animals throughout the text and it is said that no two animals are alike. The first letter of the first word on the page was decorated and it was a larger text, but it repeats the same font. Throughout the book the text was written in different colors, colors that were said to come from lands far away. The main colors that were repeated through the Book of Kells are lilac, yellow, red, pink, green, and purple.
As in the Western cultures, symbols and drawings make up most of the story telling, this seems to be the case here. The illustrations are lavish and have deep meaning by using symbols to tell stories.
The book is a joy to look through, with illustrations and decorations not solely on major pages but dispersed throughout the text. Historians believe that the purpose of the book was more for aesthetic reasons than for actual reading of the text due to numerous errors in the text. This book was probably put on the altar and only taken off to read the Gospel during Mass.

Sullivan, E. (1920). The book of kells. Retrieved from http://www.sacred-texts.com/neu/celt/bok/bok04.htm

EDLD 5344 Course Reflection

Getting through this course was no small feat. Before entering this class, I had limited knowledge about school law. As I delved into the course, I was in awe at the different types of law that entangles the educational system. When teachers add the internet and 21st century learning, you have opened an even bigger can of worms. Although the majority of the class was geared towards students receiving their degree in the Educational Administration, the knowledge regarding the laws and how they are/were interpreted was beneficial. It interesting to learn about why the courts decided what they did based on each situation. It is also makes me feel uneasy because if one small variable in a situation is changed, the entire court decision could be different than thought. When there is a situation or confrontation at a school, as a leader one needs to know these laws and history of the laws so they can make the appropriate decision and move forward in a positive direction. There is a fine line in between students’ rights and infringement, and it is the job of the administrator to decide what is in the best interest of the student as well as the rest of the student body.

I found our book, Cyber Law, by Aimee Bissonnette to be the most beneficial part of the course. The book is a recent publication and had great examples of what can happen if students are free to roam the Internet in their homes and classrooms without any provisions. It touches on everything from cyberbullying to AUP’s. This book is reader-friendly and has examples of what schools and communities are doing to alleviate problems that come up when using the Internet. The underlying theme of the book is for schools to be proactive, not reactive to situations. Many schools are in the dark about many issues that come with using the Internet, and this book explains what can happen, what has happened, and how to deal with and avoid legal issues when using technology in the 21st century classroom.

Week 5 Blog Post-PSA Production

After a long journey, we are finally finished! Our PSA is completed and is published on YouTube! Our PSA is geared towards parents and voters on how it is imperative for high school students to use technology in school.
We began in the second week, actually during a video conference with Dr. A. Sharron and Jeron were in on the conference, and Jeron messaged me to see if I wanted to join them. I agreed. Jeron and Sharron had done some work in the previous classes and were on Skype, so I immediately joined their Skype group! Summer joined the same night, and Vicki joined a few days later. Almost every night we Skyped to discuss our assignment, and quickly got the ball rolling. It was decided that I would do the script writing, Jeron would film, Summer and Vicki were in charge of the audio, and Sharron would do the editing and put the product together. Vicki posted the final product to YouTube as well. Although we were spread out all over Texas and Wyoming, we came together as a team well. Each person fulfilled his/her jobs, and if someone needed help on their assignment, we worked and did edits together over Skype as well as edited our official production page via Google Docs. When it came to revising the script, reviewing the audio, or revisiting the video, no one took offense any editing or changing of the production that took place. The hardest part was condensing our video-but ensuring our message wasn’t deterred. In Week Four, our video was around 1:15, and we needed to cut it down! Thanks to Summer and Vicki for re-recording their parts and a group effort in re-editing the script in the final week. We succeeded and got the PSA down to under sixty seconds! Jeron did a great job filming the clips and Sharron edited the pieces together seamlessly and effectively. If there was something that we could have improved our PSA, it would be for it to be longer so we could have more information and film to prove our case! For the copyright we used the Creative Commons Attribution 3.0 License that is shown at the end of our PSA.
If I had to start over and do this project again, I would definitely choose to work with every person on my team again. I know that we will continue to Skype and help each other out with future projects.

Week 4 Update for PSA

Week 4 Update for PSA

General Information
Name(s) Jeron Ricks, Sarah Arnold, Sharron Bills, Summer Garcia, Vicki Fruge
Project title Keeping Kids Plugged In
Purpose Increased student retention through the use of technology
Audience Teachers, Voters
Program length 1 minute
Costumes n/a
Sets unsure
Props unsure
Locations High school
Format Windows Movie Maker
Crew
Director(s) Jeron Ricks
Scriptwriter(s) Sarah Arnold
Talent Summer Garcia
Camera operator(s) Jeron Ricks
Editor(s) Sharron Bills
Posting Vicki Fruge

Schedule of Deliverables
Project Phases Due Date Owner
Subject 9/1/10-Completed Group
Script 9/8/10-Completed Sarah
Shots 9/11/10-Completed Jeron
Voiceover 9/15/10-Summer is done, Vicki is in progress of completion Summer
Editing 9/19/10-In progress Sharron
Group Review 9/20/10 Group
Final Product 9/22/10 Group
Submit/Post 9/23/10 Vicki

Script Outline
Add a copy of your script outline here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal.
Keeping Kids Plugged In
1- Intro: Crisis
2- Drop Outs
3- Engagement
4- How? Technology
5- Why?
a. kids use it
b. anytime, anywhere
c. kids need it for future
6- How?
a. write to your representatives, tell your school board, make a difference
b. more funding for technology and training




Narration Script
Add a copy of your narration script here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal.
We are in a crisis
Each school day produces on average 7,000 high school drop outs.
There are many factors to contribute to this, there is one that is preventable- it is due to the lack of engagement in the classroom
By engaging students we can alleviate some of this so called crisis
How do we engage students?
By using technology.
Why technology?
Students don’t just want technology, they demand it.
Teens spend an average of 50 hours a week plugged in at home
Technology offers anytime anywhere use by students
Students can learn from a much larger community
90% of jobs require some computer skill
Students can choose from a variety of technological tools that will aid them in learning
How do we avert this crisis?
Contact your representatives and request increased funding for technology and teacher related training.
The alarms are sounding-the exodus has begun
7,000 students drop out of high school each day
How can we stop the next generation from walking away from their future?
What can we do to engage them NOW before they are lost FOREVER?
By using technology--Why technology?
Teens spend an average of 50 hours a week plugged in—anytime---anywhere
Students don’t just want technology, they demand technology.
No longer will learning be confined to the four walls of their classroom
The knowledge of the entire globe will be at their fingertips
By using a variety of technological tools that will aid them in lifelong learning, Students will build skills that can be applied to their chosen career—over 90% of today’s jobs require technology
What can YOU do?
Contact your local, state and federal representatives and request increased funding for technology and teacher related training.





Shot List
Add a copy of your script outline here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal.
Name(s) Jeron
Project Title Keeping Kids Plugged In

Shot Number 1
Location Fire Station
Talent none
Props Fire truck
Special Equipment none
Shot concept Flashing emergency ‘crisis’ light

Shot Number 2
Location What about a full school shot that zooms in to the doors? HS Doors
Talent Students
Props none
Special Equipment none
Shot concept Students leaving the school, or students elsewhere saying that they aren’t going back

Shot Number 3
Location Classroom
Talent students
Props none
Special Equipment none
Shot Concept Sleeping/unengaged students

Shot Number 4
Location What about adding pics of Ipods, Iphones etc here?None
Talent none
Props none
Special Equipment Create “Technology” animation
Shot concept Pushing technology as a help

Shot Number 5
Location Home
Talent Mel
Props comp/phone
Special Equipment none
Shot concept Multi-tasking use of technology at home

Shot Number 6
Location -
Talent -
Props -
Special Equipment -
Shot concept Mural of different jobs using comps

Shot Number 7
Location -
Talent -
Props -
Special Equipment -
Shot concept “how” spattering

Shot Number 8
Location -
Talent -
Props -
Special Equipment -
Shot concept Contact your representatives...- burn in

Copyright Information
Note any citation and fair use guidelines to any visual or audio assets you use in your public service announcement here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal.

No copyright needed at this time.
A Creative Commons license will be attached to the final product.

Video Editing Review-EDLD 5363

After reading the reviews of many popular video editing programs at http://www.isoftwarereviews.com/free-video-editing-software-programs/, I decided for my first evaluation to go with Windows Movie Maker-it was largely the most popular one, and it was already on my computer. I uploaded my PhotoStory movie easily and started to experiment. I liked how you just drag the video to the storyboard to begin editing. This made it easy, and you can see what you have done and are doing throughout the entire process. The “movie tasks” board on the left hand side of the screen was convenient for someone like me who is a novice. It gives you all the main basic options that Movie Maker performs, and if you click on any one of them, it will give you step by step directions for each task. I felt it was easy to cut videos, create effects, make transitions and create titles especially with this handy help feature. As you import videos needed for your final video, you can put them in any order, and if you need to move them around all you need to do is click and drag. If you need to edit a frame, you can do so by clicking on “Show timeline”. This is a simple way to trim individual frames. A trick I learned when saving is to first just click on the regular save, that way if you need to come back to the project you can at any time. Then you will need to save as, to create a video file that is easy to upload to a video hosting site such as Vimeo or YouTube. Many reviews mentioned that Windows Movie Maker would sometimes it will “crash and freeze” (although I never experienced this) and that many other editing programs are more advanced have more options. This was not a problem for me though, as I am new to video editing.
My next review was on Avidemux, based on the website that I mentioned above, http://www.isoftwarereviews.com/free-video-editing-software-programs/. Avidemux was recommended second after Windows Movie Maker. Installing it went smoothly. Most reviews said that Avidemux was more advanced that Windows Movie maker , but even if you were new to video editing, you would be fine. The first time I opened my video, there was a green screen, but I could hear the audio. This was my PhotoStory video that I had easily edited with Windows Move Maker. I went to find help and the help button on Avidemux did not provide much assistance, so I headed to Google. I realized that my movie was not compatible, although it was a WMV file. So then I tried a video that I had from my social studies curriculum, and that one loaded up without error. I began experimenting-I took off sound, with out a hitch, but then I couldn’t put it back on. So I closed the program and restarted it up. This program is good for tweaking smaller things such as resizing the video, combining videos, and adding effects. You can join videos together, change the audio completely with a click of a button, and can extract clips as well.
As I mentioned earlier, the “Help” button was not extremely beneficial, as it is with Windows Movie Maker. Most of my help came from online, especially the website http://www.softpedia.com/reviews/linux/Avidemux-Review-24667.shtml. I think that for new learners as myself, an important feature with a video editing program is providing sufficient help. In the future, I will use Windows Movie Maker, because of its ease and basic functions. I can see though that if I become more proficient, then something with a higher quality like Avidemux could potentially fit my needs better. Before this class, I have never edited a video before and I was worried that I wouldn’t know how to do it and it would overwhelm me. I did feel overwhelmed using Avidemux, but felt extremely comfortable using Windows Movie Maker. I even showed Movie Maker to a few of my third grade student and they played around with it with ease. It is easy to undo work if you make a mistake, and that is the most important piece to me.

Podcast for Windows Movie Maker EDLD 5363

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